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IPC
Chapter Two: Communication, Perception, and the Self
Instructor Manual
Chapter Outline
I. Introduction
A. We perceive the world around us with a personal lens.
B. We canâ&#x20AC;&#x2122;t talk about perception unless we talk about how those perceptions influence
and affect our sense of self.
C. Perceiving requires an understanding of the self; we cannot talk about perception
without also talking about how it relates to the self.
II. Understanding Perception: A Seesaw Experience
A. Perception is a process of using our senses to respond to stimuli.
B. There are four stages of the interpersonal perception process.
1. The first stage is attending and selecting.
a) This requires us to use our visual, auditory, tactile, and olfactory
senses to respond to stimuli in our interpersonal environment.
b) We are considered mindful when we are selective and attentive.
c) Selective perception involves attending to things that fulfill our own
needs or interests; we pay attention to some things, and ignore others.
d) Selective perception occurs regularly in our relationships with others.
2. The second stage is organizing.
a) This requires us to place what are often a number of confusing pieces
of information into an understandable, accessible, and orderly fashion.
b) We frequently categorize when we organize.
c) Relational schemas are usually created during this phase; this entails
developing a mental framework or memory structure to help
understand experiences and guide future behaviors.
d) We need to establish a way to understand something or someone.
Schemas help us accomplish this task.
e) When organizing we also tend to look for consistencies rather than
inconsistencies.
f) Organizing expedites the perception process.
g) However, one of the problems that can occur when organizing
perceptions is stereotyping.
h) Stereotyping occurs when broad generalizations are used to
communicate with individuals as if they belong to certain groups, and
the result tends to be the creation of a fixed mental image of groups.
i) Stereotypes can be positive or negative.
3. The third stage is interpreting.
a) During this stage, people assign meaning to what they perceive.
b) Interpreting is required in every interpersonal encounter. We need to
achieve meaning for interpersonal communication to occur.
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c) Interpretation is influenced by relational history, personal expectations,
and knowledge of the self and other.
d) Oneâ&#x20AC;&#x2122;s personal expectations of an individuals or situation can impact
interpretation.
e) Knowledge of oneself and others can influence interpretation of
behavior.
4. The fourth stage is retrieving.
a) During this stage, individuals are asked to recall information stored in
their memories.
b) The retrieval process also involves selection of memories.
c) Selective retention is a behavior that recalls information that agrees
with our perceptions and selectively forgets information that does not.
d) When we exercise selective retention in the perception process, our
communication with others is affected.
III. Influences on Perception
A. The first factor is culture.
1. Culture provides the meaning we give to our perceptions.
2. Culture dictates how something should be organized and interpreted.
3. Cultural heritage affects how people perceive the world. In turn, the same
cultural heritage affects how people communicate with and receive
communication from others.
B. The second factor is sex and gender.
1. Sex refers to the biological makeup of an individual (male or female).
2. Gender refers to the learned behaviors a culture associates with being a male
or female.
3. If we possess both masculine and feminine traits in equally large amounts, we
are called androgynous.
4. Possessing relatively low amounts of masculinity and femininity is termed
undifferentiated.
5. Research examining sex differences show that men and women differ in their
perceptions and perceptual ability.
6. Many of these differences are a result of the way men and women have been
raised.
7. Gender role socialization is the process by which women and men learn the
gender roles appropriate to their sex.
8. Sandra Bem (1993) notes that when we understand and organize our world
around masculinity and femininity we are using a gender schema.
9. Through a schema we process and categorize beliefs, ideas, and events as
either masculine or feminine. If new information does not fit, we simply
discard it.
10. Ivy & Backlund (2003) believe that men and women may look at things
differently depending on what gender schema they bring to a circumstance.
C. The third factor is physical factors.
1. The physical factors affecting perception are wide in scope.
2. Life experiences are framed through the aging process.
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3. Physical health shapes perceptions as well.
D. The fourth factor is technology.
1. Now more than ever, technology affects our perceptions.
2. The Internet, in particular, which has little oversight and no accountability,
requires us to be critical in our perceptions.
3. Technology also makes possible the cultivation of online relationships.
4. However, the perception process is influenced differently in online
relationships than in face-to-face relationships.
5. False information may be provided.
6. We are unable to read the facial expressions, listen to the vocal characteristics,
look at the clothing, watch the body movement, and observe the eye contact of
the other person.
7. We receive only what the other person wants us to receive.
8. We also communicate only what we wish to communicate with the other
person as well.
9. Other technological devices also impact the interpersonal perception process,
such as the cell phone, iPhone and palm organizer.
E. The fifth factor is one’s sense of self.
1. The perceptions that we hold of ourselves are influential in the perception
process.
2. Self-concept is the relatively stable set of perceptions a person holds of
himself or herself.
3. Our self-concept tends to be rather consistent from one situation to another.
4. Self-concept is also flexible, depending on contextual factors.
5. Self-concept affects our perceptions; statements from people we trust and
respect tend to carry more weight than statements made by those we don’t
trust or respect.
IV. Understanding the Self: The “I’s” Have It
A. The self-concept is a set of relatively fixed perceptions we hold of ourselves.
B. Self concepts are not permanent – they can change.
C. Self-concepts emerge from our various interpersonal encounters with others.
D. Mead (1934) developed the theory of symbolic interactionism. This theory suggests
that our understandings of ourselves and the world around us are shaped by our
interactions with those around us.
E. Self-concept may be influenced by two factors.
1. Self awareness is our understanding of who we are.
a) This develops throughout our lives, starting when we are quite young.
b) Parents, guardians, or family members play an important role
(especially early in life).
2. Self-esteem is an evaluation of who we perceive ourselves to be; our selfesteem is our self-worth or how we feel about our talents, abilities,
knowledge, expertise, and appearances.
a) Our self-esteem comprises the images we hold, such as our social
roles, the words we use to describe these social roles, and how others
see us in these roles.
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b) We develop our self-esteem as a result of overcoming setbacks,
achieving our goals, and helping others in their pursuits.
c) Our feelings of self-worth may not be jeopardized if we think that we
have beaten obstacles along the way.
d) Other people do not always enhance our feelings of self-worth.
e) Others may, at times, unwittingly contribute to our negative selfperceptions.
f) Self-esteem may fluctuate, often due to our interactions with others.
F. The self is also formed in part, by the predictions you make about yourself.
1. A self-fulfilling prophecy occurs when something happens because you
expected it to happen.
a) These prophecies may be self-imposed when your own expectations
influence your behavior.
b) These prophecies may also be other-imposed when the expectations of
another person influence your behavior.
2. Self-fulfilling prophecies usually follow a four-stage pattern.
a) During stage one, we form expectations of ourselves, others, or
particular events.
b) During stage two, we communicate those expectations to others.
c) During stage three, others respond to our behaviors.
d) During stage four, our expectations become reality, and our
expectations confirm our original thinking about ourselves.
e) Each stage returns to the first stage, because the original perception
prompted the prophecy itself.
V. Identity Management: Letâ&#x20AC;&#x2122;s Face It
A. Identity management theory (Cupach and Imahori, 1993) refers to the ways we
handle ourselves in various situations.
B. We decide on a particular communication behavior to influence how others perceive
us.
C. Another important reason to communicate our identities is to become an active
citizen, voicing our identities.
D. Goffman (1959) posited that identity was best explained using an analogy to
theatrical performance; when a person appears before others, s/he will have various
motives for attempting to control the impression those others receive of the situations.
1. Goffman suggests that we are actors who â&#x20AC;&#x153;performâ&#x20AC;? for the audience
surrounding us.
2. Dillard et all (2000) add that the actor wishes to have the audience take the
performance seriously.
E. Identity management does not happen without some risk and consequence; we may
find ourselves in a situation that compromises our sense of self.
F. Identity management and facework; the image of the self that we present to others in
our interpersonal encounters is called face.
1. Generally, face is somewhat automatic.
2. Domenici and Littlejohn (2006) suggest that the essence of face is dignity,
honor and respect.
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3. We take for granted that there is some give and take in maintaining face,
entailing a transactional nature.
4. Both communicators in an interaction are responsible for facework.
5. Positive face pertains to our desire to be liked by significant others in our
lives; we have positive face when others make efforts to confirm our beliefs,
respect our abilities, and value what we value.
6. Negative face refers to our desire for others to refrain from imposing their
will on us; negative face is maintained when people respect our individuality
and our uniqueness and others avoid interfering with our actions or beliefs.
7. When we receive messages that do not support either our positive or negative
face, our identities become threatened.
a) When our positive face is threatened, we have to figure out how to
deal with the threat to our identity.
b) This process happens frequently and we have to learn how to handle
face threats.
c) In the United States, we are normally not conditioned to help others
â&#x20AC;&#x153;saveâ&#x20AC;? their face, although this is not the case for all cultures (e.g.,
Asian cultures).
G. There are different strategies to assist in identity management.
1. The first strategy is pay attention to timing; sometimes it is okay to stay silent
in a conversation rather than asserting a particular identity with another.
2. The second strategy is not to worry about the future.
a) Forget worrying about the future; commit to the conversation now.
b) Show that you are involved in what is going on and focus on whatâ&#x20AC;&#x2122;s
taking place.
3. The third strategy is practice self-monitoring.
a) People vary in their abilities to pay attention to their own actions and
the actions of others.
b) Self-monitoring refers to the extent to which people actively think
about and control their public behaviors and actions.
c) People who are aware of their behaviors and the effects of their
behaviors in a conversation are viewed as more competent
communicators.
VI. Perception, the Self, and Interpersonal Communication
A. The following conclusions regarding perception, the self, and interpersonal
communication illustrate how the three are closely related.
1. Implicit personality theory suggests that we fill in the blanks when
identifying characteristics of people.
a) We use a few characteristics to draw inferences about others.
b) We believe that certain traits go together and communicate with people
on this basis.
c) The halo effect refers to when you match like qualities with each
other.
(1) A positive halo occurs when you place positive qualities
together.
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(2) A negative halo exits when you place negative qualities
together.
d) Implicit personality theory enables us to effectively manage a lot of
information about another person, but we should be careful not to
overuse it.
e) We should not perceive characteristics in a person that don’t exist.
Responding to people according to such predispositions can lead to
problems in interpersonal communication.
2. Perceptual errors can lead to problems in our communication with others.
a) Attribution theory (Heider, 1958) examines how we create
explanations or attach meaning to someone’s behavior.
(1) We try to uncover reasons for people’s actions, yet we may
have no real understanding of the person nor the circumstances
surrounding the actions.
(2) The attribution process can be problematic because our
attributions are often influenced by our feelings for another
person.
3. The self undergoes a continual process of modification that also impacts
interpersonal communication.
a) Our sense of who we are changes as our relationships change.
(1) Our identity is a process, not a constant.
(2) This suggests that we and our relationships are changing.
b) Interpersonal communication should reflect the changes in ourselves
and our relationships.
c) The self responds to stimuli. We respond to people, surroundings, and
technology.
VII.

Choices for Checking Perceptions and Improving Self-Concept
A. There are many ways to improve perception checking.
1. When we check our perceptions, we attempt to rid ourselves of predisposed
biases and images of people that we hold.
2. Checking our perceptions also helps build meaning in our relationships.
B. There are five skills associated with perception checking.
1. The first skill is understand your personal worldview.
a) Each of us enters a communication situation with a unique worldview.
b) A worldview is a personal frame for viewing life and life’s events.
c) We all enter interpersonal encounters with various worldviews, and we
need to recognize the influence that these various views have upon our
communication.
2. The second skill is realize the incompleteness of perception.
a) There is no possible way for us to perceive our environment
completely.
b) By its nature, perception is an incomplete process.
c) We should recall that people, objects, and situations change, thereby
making it important to update your perceptions periodically.
3. The third skill is seek explanation and clarification.
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a) We need to double-check with others to make sure that we are
accurately perceiving a person, situation, or event.
b) Trying to understand whether or not our perceptions are accurate
communicates to others that you are eager to gain an accurate
understanding, which will help you achieve meaning in the
interpersonal exchange.
4. The fourth skill is to distinguish facts from inferences.
a) Facts area statements based on observations.
b) Inferences are personal interpretations of facts.
c) We must take care to avoid filling in the blanks or extending a
perception beyond the facts.
d) It may not be a question of if you are using an inference, but of
whether or not you are aware of its use.
5. The fifth skill is be patient and tolerant.
a) Because we live in an “instant society,” we expect things to happen
quickly.
b) Without patience and tolerance, you won’t be able to check the
accuracy of your perceptions.
c) However, it often takes time and practice to learn these skills.
C. There are five skills associated with improving your self-concept.
1. The first skill is have the desire and will to change.
a) Our self-concept changes as we grow, so we should be willing to
change our self-concepts throughout our lifetimes.
b) Having the desire or will to change your self-concept is not always
easy.
c) We need to realize that a changing self-concept can help us to grow
just as much as it can help our relationships grow.
2. The second skill is decide what you’d like to change.
a) Describe what it is specifically about yourself that needs to change.
b) Describe why you feel a change may be needed.
3. The third skill is set reasonable personal goals.
a) Always strive to have reasonable goals.
b) One should not set goals that s/he can not meet, or they may feel a
sense of failure.
4. The fourth skill is review and revise.
a) At times, you may make changes to your self-concept that are not
entirely beneficial.
b) Think about the implication of these changes and consider revising
them if necessary.
c) Occasions in which you revise past changes may force you to think
about whether changes to your self-concept were justified in the first
place or whether they are appropriate for you now.
5. The fifth skill is surround yourself with “relational uppers.”
a) Relational uppers are those people who support and trust you as you
improve your self-concept.
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b) Take care to surround yourself with relational uppers because these
individuals will be instrumental for you to achieve your potential.
Chapter Two Activities
2.1 This activity is designed to help students understand what occurs during the stages of
interpersonal perception: attending and selecting, organizing, interpreting, and retrieving.
A. Select a venue where students will be likely to observe others interacting, such as
going shopping at the mall, having lunch at the student union, or attending a
sporting event.
B. Individually, have students identify several different stimuli that they would be
likely to pay attention to (e.g., clothing, level of physical attractiveness, posture,
shoes).
C. Next, ask students to make connections or associations between the stimuli that
they have selected (e.g., dressed very casually in pajama bottoms and a sweatshirt
– makes sense when wearing sandals and a baseball cap, slouching in a chair).
D.

From there, have students explain and assign meaning to the stimuli chosen.
What does the student believe is the message(s) being sent (or trying to be sent)
by the person? (e.g., the person is dressed very comfortably, they probably are
pretty laid back and friendly – and probably doesn’t have a test or major
assignment due today).

E.

How does the present interpretation of the stimuli chosen compare to various
instances when the student has observed these stimuli? Were the student’s past
interpretations “accurate?” (e.g., many college students tend to dress casually, so
this is pretty much the norm – although a friend of mine dressed this way because
he/she had overslept and didn’t get the chance to shower).

F.

Once students have completed this task individually, have them compare their
answers with another person. Did any individuals select/attend to the same
stimuli – yet differ in how they organized, interpreted, or retrieved this
information? Are there any universal stimuli out there for individuals to
attend/select, organize, interpret, and retrieve? Yes/No? Why?

2.2 This activity is offered as a way for students to comprehend their beliefs associated with
gender roles. The chapter identifies four different gender roles in communication:
androgynous, masculine, feminine, and undifferentiated.
A.

In small groups, have students identify characteristics or descriptors for
1.
Males who would fit into each of the four gender roles, and
2.
Females who would fit into each of the four gender roles.

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** If possible, create small groups with at least one all-male group, one all-female group, and
one mixed sex group. In this way, it will be possible to assess if same-sex groups have different
perceptions about gender roles (especially for their own sex) then mixed-sex groups do.
B.

Compare the results generated from the groups. What similarities emerge
between the groups when characterizing males and females into gender roles?
What differences, if any, emerged?

C.

How might gender role socialization influence descriptions for males and
females?

D. Which gender roles tend to be portrayed with the greatest frequency on television
and the movies? How does that influence society’s perceptions towards these
gender roles?
2.3 This activity is created to help students understand how self-fulfilling prophecies are
created
and shaped by the interactions we have with others.
A.

On a sheet of paper, have students anonymously generate one positive and one
negative example of a self-fulfilling prophecy that they have experienced prior to
taking this class.

** Encourage students to use pencil or blue or black ink when generating their examples to help
ensure that there is no desire to link any person to his/her answer.

2.4

B.

Collect these sheets of paper and share some of the answers with the class.

C.

What messages are likely to facilitate the development of a positive self-fulfilling
prophecy?

D.

What messages are likely to facilitate the development of a negative self-fulfilling
prophecy?

E.

What can people do to accept the positive messages?

F.

What can people do to reject the negative messages?

G.

Which is harder to do – accept the positive messages or reject the negative
messages? Why?

This activity is offered to assist students to better understand the concept of “face.”
A.

Have students break into small groups and, using the textbook as their guide,
discuss a time in which for each group members face was an issue.

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B.

Have the groups determine whether each incident illustrates positive face or
negative face.

Questions for discussion:
1. How did each group determine what situations were maters involving face?
2. How did the groups determine whether each incident illustrated positive or
negative face?
3. How can this exploration of face in the lives of group members teach us how
the concept of face may impact our perceptions of face in the future?
Interactive Activities
These are Internet exercises that enrich and reinforce chapter content taking learning beyond the
printed page. Found in every chapter, these activities can be easily accessed through the Book
Companion Website via the text specific Online Resource Center.
2.1 Optical Illusions and Perception
http://www.scientificpsychic.com/graphics/index.html
How is it that two people can look at the same thing and interpret them differently? Sometimes what we seeâ&#x20AC;&#x201D;
or what we think we seeâ&#x20AC;&#x201D;is different from reality. That's why optical illusions and visual perception of
pictures and objects can be fun to explore. Check out this site, ScientificPsychic.com, for several examples
of visual illusions. Consider how sight can affect our perception of objects, events, or other people.

2.2 Perception Filters
http://webhome.idirect.com/~kehamilt/ipsyperc.html
In her Psychology of Human Relations course, Professor Karen Hamilton provides a thorough handout
summarizing theories of perception, the perception process, and influences of perception. Read her handout
at the website Perception and the Self, and note the Individual's Unique Perceptual Filter diagram. Notice

that our filters fall somewhere between reality and appearance.
1. How do each of the items listed under the filter column of the diagram affect our perception?
Can you think of an example from your experience?

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2. Write out your thoughts on each of these "filters" and compare them with the thoughts of a classmate.

2.3 Pygmalion in the Classroom

http://fcis.oise.utoronto.ca/~daniel_sc/assignment1/1968rosenjacob.html
Probably the most famous study of self-fulfilling prophecy was conducted by Harvard professor Robert
Rosenthal and elementary school principal Leonore Jacobson. Their study examined teacher expectation and
student achievement. Read the article "Rosenthal and Jacobson Publish Pygmalion in the Classroom" at the
History of Education website, then answer the following questions:
1. What do you think about the teachers' perceptions of their students in the classroom?

2. Do you believe accurate or inaccurate perceptions can affect student performance?

3. What would happen if a teacher had a negative opinion of a student? Do you think it could actually
harm a student's future success?

4. Can you think of any positive or negative messages sent to you by an influential person at a
young age? Funny how these things stay with us, isn't it?

InfoTrac College Edition Activities
These exercises and activities found throughout the text make use of the Infotrac College
Edition, the online library which is a dynamic database which allows students to further their
research on interpersonal communication and find a wealth of articles of interest. Access these
exercises easily on the Book Companion Website via the text-specific Online Resource Center.
2.1: Attending to What Is Important
“Bet You Can’t Remember How to Tie the Bows on Your Life Jackets” by Jeremy Bullmore
Marketing, 5 August 1999

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Marketing and advertising experts know that we often receive many more messages than we can
possibly decode. The article “Bet You Can’t Remember How to Tie the Bows on Your Life
Jackets” by Jeremy Bullmore uses the concept of selective perception to explain that if
something is important to us or we have a need for the information, we will pay more attention to
it. In particular, he discusses airplane safety videos to explore the concept of the attending and
selecting stages of the perception process.
1. What do you think about his proposed study of airplane passengers?
2. For the next class period, think of some sort of message that we see or hear regularly but
rarely attend to and select.
3. Share your thoughts with the class.
2.2: Cultural Perceptions and the Glass Ceiling
“Asian-Americans Face Great Wall; Perceptions, Cultural Traditions Hinder Advancement
to Top Corporate Ranks” by Valerie Block
Crain's New York Business, 3 November 2003
The cultural perceptions of others can make it difficult for people outside the mainstream
American culture to get ahead in the business world. This is especially true if a person’s cultural
heritage is perceived as being at odds with what Americans perceive as the typical business
person. Read the article “Asian-Americans Face Great Wall; Perceptions, Cultural Traditions
Hinder Advancement to Top Corporate Ranks” by Valerie Block and then complete the following
activity:
1. With a partner, describe what you consider to be a successful business person.
2. Are any of the descriptors you use related to gender, culture, or communication style?
2.3: Sex, Gender, and Perception about Communication
“Exploring the Impact of Gender Role Self-Perception on Communication Style”
Women’s Studies in Communication, Fall 1999
Very few would argue that men and women differ in the way they interact with others, but is this
difference a biological trait or perception of interaction? Read the article “Exploring the Impact
of Gender Role Self-Perception on Communication Style” and then complete the following
activity:
1. Go to the student center at your school and observe two women, or a group of women,
interacting. What do you notice about their communication? Are you close enough to
determine their topic of conversation? What is the purpose of the communication?
2. Now observe two men, or a group of men, interacting. Answer the same questions.
3. Did you perceive any differences? What were they?
2.4: Positive and Negative First Impressions
“Quality Interpersonal Communication—Perception and Reality” by Michael B. Coyle
Manage, July 1993
The article “Quality Interpersonal Communication—Perception and Reality” by Michael B.
Coyle discusses perception and the self and applies this concept to communicating in an
organization.
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Coyle has a creative insight as he discusses self-talk and its influence on perception. In the article
he states, “positive views of and feelings about one another are difficult to develop but easy to
lose; on the other hand, negative views of and feelings about one another are easy to develop and
hard to lose.”
1. With a partner or in groups of three, discuss this insight. What is your response to Coyle’s
idea?
2. Together, can you recall a situation in which your you had a difficult time making a
positive impression?
3. How about when someone else did not make a good initial impression on you and you
held on to this impression?
4. As a group, share your thoughts with the class.
2.5: The Self and the Workplace
“Quality Interpersonal Communication—Managing Self-Concept” by Michael B. Coyle
Manage, October 1993
In the workplace, how does your self-concept influence your performance and the performance
of those around you? The article “Quality Interpersonal Communication—Managing SelfConcept” by Michael B. Coyle discusses the importance of self-concept in the workplace.
1. As you read the article, think back to messages sent to you by influential people in your
life.
2. Identify a positive message sent to you from a “powerful other.” How did it affect you?
3. Now identify a negative message sent to you from a powerful other. How did that affect
you?
4. We are also powerful others for people in our lives. Consider how your past experiences
with people who were powerful in your eyes could influence your interactions with
people who think of you as a powerful other.
Ethics and Choice
This boxed feature found in every chapter, raises thought-provoking ethical questions that
encourage students to consider the ethical implications inherent in everyday encounters.
Accompanying online activities are featured on the Book Companion Website, allowing students
to choose possible responses to various dilemmas and instantly see what consequences their
choice brings about.
Students can access the Understanding Interpersonal Website through the Online Resource
Center. They can look under Student Resources and click on the “Ethics and Code” menu at left.
The interactive version of this scenario allows them to choose an appropriate response.
After living in an abusive home nearly all her life, Karena Paulsen was looking forward to her
marriage to Nick Corsetti. The two had dated for over two years and felt comfortable with each
other and each other’s values. Yet, Karena’s feelings of self-worth became compromised one day
as she and Nick discussed having a family. Karena wanted to wait a few years and try to get her
footing at her new job. Nick wanted to have children immediately.
As the two discussed the issue, it became apparent that Karena’s past would come into
play. Nick told her that the reason that she wanted to postpone a family had everything to do with
her childhood. He reasoned that she had never worked out her “childhood demons,” which she
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feared would prevent her from really loving her own children. Karena denied such an allegation,
trying to explain to Nick her anxiety about discussing her past with him again.
The low-key conversation eventually turned into a shouting match. Karena accused Nick
of resurrecting an old issue, and Nick responded by telling Karena that as long as she avoided
going to counseling, she couldn’t really move on with the subject. He felt that she needed to get
in touch with who she was, and that her relationship with her father was significant in how
Karena perceived herself.
Karena’s and Nick’s conflict underscores how important perceptions of the self are in
interpersonal relationships. First, comment on whether or not Nick should push Karena to talk
about her background with him again. Second, what ethical system of communication should be
followed in this example (categorical imperative, utilitarianism, ethic of care, golden mean,
significant choice)?
Possible answer: “Push” is the key word in this dilemma. Nick is correct in encouraging Karena
to discuss her childhood issues with a counselor. As her future husband and possibly the mother
of his future children, he has the right to make these suggestions. However, Nick should avoiding
pushing Karena. Rather, he should approach this issue with caution and concern as he attempts to
encourage her to speak with a qualified professional.
Although all of the ethical systems discussed in your textbook could be applied to this case, the
most effective systems, based on the severity of this issue, would be categorical imperative and
utilitarianism.
Categorical imperative
According to this system, the best thing for Nick would be to continue encouraging Karena to
deal with her past and seek counseling. Although Karena might be angry and resistant at first,
eventually counseling will be the best alternative for her.
Utilitarianism
Although it would be easier and less stressful for Nick to let Karena deal with her childhood
issues on her own, according to the utilitarianism system, a hands-off approach could result in
future problems and consequences. In this case, Nick might point out to Karena that this issue
not only affects her, but also affects him and their future together as husband and wife and as
potential parents.
Ethic of care
If the ethic of care system is applied, Nick would reinforce for Karena that he is there for her,
regardless of how or when she chooses to deal with childhood issues. He might offer to
accompany her to counseling and assist her through this process as needed. In this case, their
relationship is more important than the past.
Golden mean
Here again, the word “push” is key. Karena and Nick should attempt to maintain the
conversation about children and Karena’s past in a caring and low-key manner, avoiding a
shouting match. Nick should allow Karena to discuss her childhood at her own pace, disclosing
information as she is comfortable. In addition, if they agree that Karena will go to counseling,
she should go only when she is ready for this step. Pushing her into counseling is not a
characteristic of this system.
Significant choice
According to the significant choice system, Nick would provide Karena with all the options she

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has in this case, and he would be supportive. However, he would step back and let her know that
the decision to seek counseling and deal with her childhood issues would be her choice.
Your Turn
Assign students Your Turn activities. These activities encourage students to think about the text’s
material in a personal way by asking them to ponder a particular topic and write about it in a
journal. These entries are excellent outlets for students to share their perceptions, reactions, and
communication choices in a way that is personal, reflective and informative. The Your Turn
journal activities are also included in the accompanying Online Resource Center.
Think about the time when your self-concept was affected by your communication with another
person. What were the circumstances of the communication? How did your dialogue influence
your self-concept? Were your self-awareness and your self-esteem both affected? Use examples
to describe and explain your experiences.
Case In Point
These textual scenarios can be brought to life on the Online Resource Center. These scenarios
include an interactive critical thinking and analysis section that students can complete and email
to you. Students can also compare their responses to the suggested responses of the authors.
Access the Online Resource Center and ask students to watch the video on Dr. Gomez. Students
can email you their answers to the following questions
As he approached the third­floor waiting room late in the evening, Dr. Gomez felt butterflies
in his stomach. He was used to giving bad news to families, but he was especially troubled about
telling Elise and Barry Camara that their baby girl was going to die soon. All he could think
about was what it would be like to be told similar news about his 4­year­old daughter, Isabella.
Entering the waiting room, he saw a fragile mother and father sitting on the arms of overstuffed
chairs. He could tell by looking at their red eyes that the two had been crying. Dreading the
inevitable communication, the doctor took a deep breath and asked the parents to enter the
private conference room. This was a scene that the physician had been through before with other
families. Yet, talking to Elise and Barry seemed to be particularly difficult. In the room, holding
the mother’s hand, he related the terrible news. He listened as the parents talked together. He
watched them hold each other and cry in each other’s arms. As Barry Camara turned to shake Dr.
Gomez hand, the doctor returned the tender shake. He immediately sensed the couple needed
time alone.
Dr. Gomez left the conference room and looked down at his hands; they were trembling. He
thought about his Isabella. He also thought about his other patients who were near death and how
he handled giving this type of news to their families. As he walked into the physicians’ lounge,
Roberto Gomez kept hoping that the couple could see how terrible he felt. He didn’t want to be
viewed as a cold­hearted medical professional. He wished that the Camaras could see him as a
compassionate person who was trying to overcome some of his own personal grief about the
situation. Doctors are usually viewed, he thought, simply as messengers. They communicate
something good or bad to a patient and then go along their way. He lay down, closed his eyes,
and thought about his precious daughter and how lucky he was to have a healthy toddler.

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Questions
1. Look again at our chapter opening. Discuss your reaction to the perceptual and self­concept
dilemma presented to Dr. Gomez. Do you believe the physician spoke to the family
appropriately? Why or why not?
2. Discuss how Dr. Gomez used the process of organizing in his conversation with the Camara
family.
3. Discuss how Dr. Gomez used the process of interpreting in his conversation with the Camara
family.
4. Discuss how identity management functioned in the interaction between Dr. Gomez and the
Camara family.
5. How does “face” relate to the interaction between Dr. Gomez and Elise and Barry Camara?
A.
B.
1.

Our understanding of who we are is known as:
A.
self-concept.
B.
self-awareness.
C.
self-esteem.
D.
self-monitoring.
ANS: B

3.

When we assume that because Jack is smart and handsome that he must also be kind,
then we have participated in the __________________________.
A.
implicit personality theory
B.
self-fulfilling prophecy
C.
attribution theory
D.
symbolic interactionism
ANS: A

4.

Which of the following terms refers to the extent that a person actively thinks about and
controls their public behaviors and actions?
A.
self-monitoring
B.
positive halo-effect
C.
relational uppers
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D.

self-esteem

ANS: A
5.

Which of the following strategies will help improve your self-concept?
A.
set reasonable goals
B.
decide what youâ&#x20AC;&#x2122;d like to change
C.
have the desire and will to change
D.
all of these choices
ANS: D

6.

When we have an expectation about our future behavior that is likely to come true
because we believe it and act in ways to make it come true, we are engaging in
A.
B.
C.
D.

feminine males.
masculine females.
those with neither feminine nor masculine traits.
those with both feminine and masculine traits.

ANS: D
C.
1.

True/False Questions
The organizing stage of perception involves categorizing stimuli to make sense to them.
True

2.

Stereotypes are a fixed impression of groups.
True

3.

Gender refers to the biological make-up of an individual.
False

4.

Self-awareness and mindfulness are the two components involved in self-concept.
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False
5.

Your personal frame for viewing life and lifeâ&#x20AC;&#x2122;s events is called your worldview.
True

6.

The idea that our communication with others shapes our personal identity is called social
interactionism.
True

7.

Inferences are like meta-facts, where we know facts about facts.
False

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Communication Assessment Test (CAT)
Found within each chapter the CATs allow students to examine their interpersonal
communication skills by completion and self-assessment of their attitudes, beliefs and behaviors.
The activities allow students to measure communication apprehension, self-monitoring and
more. These assessments help students evaluate their communication skills and take personal
responsibility for their own skill development.
Self-Monitoring Scale
Directions: The statements below concern your personal reactions to a number of different
situations. No two statements are exactly alike, so consider each statement carefully before
answering. If a statement is true or mostly true as applied to you, place a T next to the question.
If a statement is false or mostly false as applied to you, place an F next to the question. You can
also take this test online under Student Resources for Chapter 2 at the Understanding
Interpersonal Communication Online Resource Center.
_____1.
_____2.
_____3.
_____4.
_____5.
_____6.
_____7.
_____8.
_____9.
_____10.
_____11.
_____12.
_____13.
_____14.
_____15.
_____16.
_____17.
_____18.
_____19.
_____20.
_____21.
_____22.
_____23.
_____24.
_____25.

I find it hard to imitate the behavior of people.
My behavior is usually an expression of my true inner feelings, attitudes, and beliefs.
At parties and social gatherings, I do not attempt to do or say things that others will
like.
I can only argue for ideas which I already believe.
I can make impromptu speeches even on topics about which I have almost no
information.
I guess I put on a show to impress or entertain people.
When I am uncertain how to act in a social situation, I look to the behavior of others
for cues.
I would probably make a good actor.
I rarely seek the advice of my friends to choose movies, books, or music.
I sometimes appear to others to be experiencing deeper emotions than I actually am.
I laugh more when I watch a comedy with others than when alone.
In groups of people, I am rarely the center of attention.
In different situations and with different people, I often act like very different persons.
I am not particularly good at making other people like me.
Even if I am not enjoying myself, I often pretend to be having a good time.
Iâ&#x20AC;&#x2122;m not always the person I appear to be.
I would not change my opinions (or the way I do things) in order to please someone
else or win their favor.
I have considered being an entertainer.
In order to get along and be liked, I tend to be what people expect me to be rather
than anything else.
I have never been good at games like charades or improvisational acting.
I have trouble changing my behavior to suit different people and different situations.
At a party, I let others keep the jokes and stories going.
I feel a bit awkward in company and do not show up quite well as well as I should.
I can look anyone in the eye and tell a lie with a straight face (if for a right end).
I may deceive people by being friendly when I really dislike them.

Scoring: Give yourself one point for each of the following questions if marked F:

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1, 2, 3, 4, 9, 12, 14, 17, 19, 20, 21, 22, 23
Give yourself one point for each of the following questions if marked T:
5, 6, 7, 8, 10, 11, 13, 15, 16, 18, 24, 25
Add up the points. A score between 0 and 12 indicates that you are relatively low in your selfmonitoring. A score between 13 and 25 indicates that you are relatively high in your selfmonitoring.